Current research in the field of child development and education emphasizes the importance of early investment in quality programming for young children and families. The recognition of critical periods has altered the landscape of best practices and hence the required competencies for professionals from across disciplines who interface with young children and their families (e.g. social work, psychology, communication sciences and disorders, public health, nursing, occupational and physical therapy, medicine). In response, the Department of Education has designed a minor with an interdisciplinary curriculum. At the core of the minor is the focus on quality services and programming for young children and families.
Quality programming and service provision depends on highly trained professionals from across disciplines. A primary intent of the Early Childhood Minor is to foster the use of an interdisciplinary lens in preservice learners. Courses within the minor afford the opportunity for future professionals in human services related fields to think and work across disciplinary silos. The emphasis on interdisciplinary approaches harnesses the capacity across discipline-specific expertise and increases the likelihood of more seamless and efficient services delivered in future practice.
The Early Childhood Minor is intended to provide students with knowledge and skills designed to support scholarly and community-based work with children and their caregivers. A comprehensive approach to the foundation of child health and well being is integrated throughout coursework, drawing from fields of infant and early childhood mental health, and interpersonal neurobiology. Emphasis is placed on the integration and application of attachment theory, the neuro-relational underpinnings of development, and the role of reflective capacity in caregiving. Throughout the minor, participants examine aspects of early caregiver-child relationships, the impact of early adverse experiences on brain development, the role of the stress response system, and the importance of protective factors in changing long-term developmental outcomes. Specific course-related activities include infant/toddler observation, reflective supervision, and examination of evidence-based approaches to working with children and families at risk. Further, policy relevant to programs for young children and their families is highlighted and the role of "self" as child advocate is discussed. The research based early childhood curriculum is designed to support students who are preparing to work in areas that focus on children and families.

Issues related to early brain development and the biological underpinnings of early emotional and cognitive development. A biological view of attachment and social vulnerability.

ECH 3050 - Observing Early Relationships in Infants and Toddlers

Credits:

4.0
[max 4.0]

Typically offered:

Every Spring

Observing, recording, and guiding behaviors in children from birth through age eight. Focuses on informal methods for observation. Practicum is required. Use of technology for behavioral observation.
prereq: Minimum 30 credits

EDUC 1000 - Human Development

Credits:

3.0
[max 3.0]

Grading Basis:

A-F or Aud

Typically offered:

Every Fall & Spring

Patterns and theories of development from conception through late adulthood emphasizing early childhood through adolescence; analysis of individual, family, and environmental factors which affect development over the life span.

SPED 3103 - Infants and Toddlers with Special Needs

Credits:

4.0
[max 4.0]

Course Equivalencies:

01442 - SpEd 3103/5103

Grading Basis:

A-F or Aud

Typically offered:

Every Spring

Causation and development of disabling conditions in infants and toddlers. Effective intervention techniques in a variety of settings involving interagency collaboration and family involvement. Practicum.
prereq: Minimum 30 credits

SPED 3109 - Supporting Social/Emotional Development Birth-8

Credits:

3.0
[max 3.0]

Grading Basis:

A-F or Aud

Typically offered:

Every Fall

Provides information needed to evaluate and implement behavior change programs that are appropriate for young children who exhibit challenging behaviors. A key element will be functional behavioral assessment procedures and a range of preventative behavioral interventions.
prereq: Minimum 30 credits

CSD 3130 - Language Development and Disorders

Credits:

4.0
[max 4.0]

Grading Basis:

A-F only

Typically offered:

Every Summer

Normal processes of language development in children. Incidence, etiology, diagnosis, and intervention strategies for children with language disorders.
prereq: Admitted to UECH program, or instructor consent

CSD 3131 - Language Development

Credits:

4.0
[max 4.0]

Grading Basis:

A-F or Aud

Typically offered:

Every Fall

Emphasis on the acquisition and development of language, verbal and nonverbal, as children learn to communicate effectively by selecting the most appropriate communication strategies.
prereq: CSD candidate or instructor consent

A lecture series introducing students to health and wellness encompassing nutritional, physical, emotional and spiritual aspects of health and well-being with emphasis on behavioral, environmental and social influences on developing a satisfying and productive lifestyle in our society.

HLTH 1470 - Human Nutrition
(LE CAT5, NAT SCI)

Credits:

3.0
[max 3.0]

Grading Basis:

A-F or Aud

Typically offered:

Every Fall, Spring & Summer

Emphasis on chemical nature of dietary nutrients, physiological and metabolic aspects of human nutrition, effects of diet on human health, and global issues in health and nutrition.

Grief, loss, death, dying, and bereavement in our society as understood by children, adolescents, and adults. Review of research and current literature; education program planning strategies for individuals associated with schools, agencies, organizations, or worksites.
prereq: credit will not be granted if already received for 5341

Family functions and structures worldwide; impact of expectations, gender roles, race, culture, and values on partner and parenting; love, sex, communication, power, abuse, stress, and satisfaction; small group experiences with focus on strengthening families.

SW 1000 - Introduction to Social Welfare
(SOC SCI)

Credits:

3.0
[max 3.0]

Grading Basis:

A-F or Aud

Typically offered:

Every Fall & Spring

Contemporary social welfare problems and the historical development of social services programs designed to address them. Complex social problems, such as poverty, homelessness and child maltreatment examined, as well as the response of social institutions, social policies, and the profession of social work to these problems. Social justice issues and the role of citizen involvement to create change.

Race, class, and gender as pivotal dimensions in American society. Similarities and differences between groups, dynamics of discrimination, and efforts to meet needs and achieve potential for all groups in America.

SW 4113 - Introduction to Child Welfare Practice

Credits:

3.0
[max 3.0]

Prerequisites:

Admission to social work program, 1000 or instructor consent; no grad credit

Grading Basis:

A-F only

Typically offered:

Every Spring

Introduction to social work child welfare practice, with a focus on practice in public sector county and tribal settings and a special emphasis on child protection.
prereq: Admission to social work program, 1000 or instructor consent; no grad credit